Medij. istraž. (god. 20, br. 2) 2014.

(85-110)
IZVORNI ZNANSTVENI RAD
UDK: 316.77:159.922.8
Zaprimljeno: 30 lipnja, 2014.

Uses and Gratification Theory –

Why Adolescents Use Facebook?
Ivan Tanta*
Maja Mihovilović**
Zrinka Sablić***

Summary

Due to a dynamic development of the Web 2.0 and new trends in the social me-
dia field that change on a daily basis, contemporary media research is shifting
its focus to a greater extent on media users, their motivation and behavior in
using social network sites in order to explain the extreme popularity of Face-
book, Twitter, WhatsApp and other similar SNSs and mobile chat applications
among the young.
In this paper we wanted to explore the benefits of Facebook use among ado-
lescents as well as which of their needs are gratified thereat. As the theoretical
background we used the uses and gratification theory due to its user oriented
approach. Furthermore, we wanted to test whether the uses and gratification
concept is adequate for analyzing the motivation and behavior of SNSs users as
suggested by some previous research.
The survey comprising 431 adolescent Facebook users was conducted from Oc-
tober to December 2013 in the City of Zagreb. The results have shown that most
adolescents use Facebook for socializing and communicating with their friends,
discussing school activities, setting up meetings and dates with friends as well as

*
Ivan Tanta, PhD, Assistant Professor, Veleučilište VERN’/ VERN’ University of Ap-
plied Sciences, Trg bana J. Jelačića 3, 10000 Zagreb, 091/369-8088, ivan.tanta@vern.hr
**
Maja Mihovilović, mag. comm., Veleučilište VERN’/ VERN’ University of Applied
Sciences, Trg bana J. Jelačića 3, 10000 Zagreb, 095/524-3035, maja.mihovilovic@
vern.hr
***
Zrinka Sablić, mag. psych., Sveučilište Josipa Jurja Strossmayera u Osijeku / Josip
Juraj Strossmayer University of Osijek (PhD applicant), Trg Svetog Trojstva 3, 31000
Osijek, 098/902-7047, zsablic@unios.hr

85
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

obtaining information about social events. The use of Facebook primarily grati-
fies adolescents’ need for integration, social interaction, information and under-
standing of their social environment. The uses and gratification theory proved
thereby to be an adequate background for the analysis of the results.

Key words: uses and gratification theory, Facebook, adolescents, social network
sites, social media

Introduction
Due to a dynamic development of the Web 2.0 and new trends in the social me-
dia field that change on a daily basis, one part of contemporary media research
is shifting its focus to a greater extent on the media users, who at the same time
consume and create the Internet content (Gallion, 2010: 3). Apart from standard
content analysis, research that focuses on social media users’ motivation and beha-
vior is interesting as well (Gallion, 2010; Bumgarner, 2007; Quan-Hasse, Young,
2010; Smock et al., 2011; Raacke, Bonds-Raacke, 2008; Joinson, 2008; Froget, Ba-
ghestan, Asfaranjan, 2013), for it can explain the extreme popularity of Facebook,
Twitter, WhatsApp and other similar Internet applications among the young. This
kind of research is also interesting in the context of media literacy – it explores why
and in which manner users interact on social network sites as well as which of their
features they use most frequently.
In this paper we wanted to explore the benefits of Facebook use among adolescents
as well as which of their needs are gratified thereat. As a theoretical background we
used the uses and gratification theory which took hold in recent years (as shown by
research cited above) due to its user oriented approach, since in the history of mass
communication has the user never been more active than nowadays.

Uses and gratification approach

Unlike mass media concepts and theories that emphasize the media influence, uses
and gratification approach explores how and based on which motives recipients
use the media as well as which gratifications are obtained thereat. While some ol-
der theories suggested that the audience is passive and can be easily manipulated,
e.g. magic-bullet and hypodermic needle theory, uses and gratification approach
emphasizes positive motivation and active use of the media content that can gratify
individual recipient’s needs (Griffin, 2012: 368). In its early stage of development
(around 1950s-1980s) the approach focused on traditional media – radio, news-

86
 Uses and Gratification Theory – Why Adolescents Use Facebook?

paper and television (some theorists studied film and book usage as well). In the
Internet era the theory gained new momentum and significance (Raacke, Bonds-
Raacke, 2008: 169), particularly in the last five to ten years, due to a social media
development.
Distinguished uses and gratification approach theorists Katz, Blumler and Gure-
vitch pointed out five basic assumptions of the theory: “1. the audience is active
and its media use is goal oriented; 2. the initiative in linking need gratification to a
specific medium choice rests with the audience member; 3. the media compete with
other resources for need satisfaction; 4. people have enough self-awareness of their
media use, interests, and motives to be able to provide researchers with an accurate
picture of that use; 5. value judgments of media content can only be assessed by the
audience” (Kunczik, Zipfel, 2006: 190). When it comes to types of gratifications
which recipient can obtain when consuming a media content, Katz, Blumler and
Gurevitch conclude they are as numerous as a number of recipients themselves –
the same content can gratify different needs of different individuals (Katz, Blumler,
Gurevitch, 1974: 21).
But still, according to theorists, uses and gratifications can be classified into five
categories related to five groups of human needs (Katz, Gurevitch, Haas, 1973, in:
Tan, 1985: 235-236):
1. Cognitive needs – acquiring information, knowledge, understanding our so-
cial environment, curiosity, exploration;
2. Affective needs – aesthetic and emotional experiences, pleasure;
3. Personal identity – self-confidence, personal stability, integrity, social sta-
tus, the need for self-respect;
4. Integration and social interaction – family relations and friendship, connec-
tion with the outside world, the need for affiliation;
5. Escapism – the need to escape, tension release, shifting attention from
unpleasant to pleasant.
Another classification suggested by Rubin (1981: 147) discerns eight different mo-
tives for consuming television content, which, according to Rubin, include almost
every possible motive for using any media:
1. To pass time (e.g. watching television in a waiting room);
2. Companionship (e.g. meeting with friends to watch football);
3. Escape (e.g. watching television to escape from the pressure created by a
deadline for submitting an essay);

87
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

4. Enjoyment (some people feel pleasure merely by watching television);

5. Social interaction (creating a feeling that we are connected with others by
watching television, for example we can discuss the television content);
6. Relaxation (e.g. after work or before going to bed);
7. Information (the need to be informed about social events);
8. Excitement (e.g. watching a crime movie in which the conflict and violence
create a sense of excitement).
In the later stage of the theory development (around mid 1980s), a distinction
between gratification sought and gratification obtained was introduced. If grati-
fication sought is not achieved, the recipient may stop using a particular media or
consuming a particular media content. On the other hand, the recipient may obtain
a gratification he/she hasn’t initially sought. In some later classifications a habit
was introduced as another motive for consuming media content (Kunczik, Zipfel,
2006: 192).

Advantages and disadvantages of the theory

The main advantage of the uses and gratification approach is that it gives an insight
to motivation for consuming a particular media content, which complements the
findings about the interaction between the media and its users. A simple fact that
someone watches television four hours a day cannot give the full information abo-
ut their motives or which of their needs are gratified thereat. For some recipients,
a television is merely an acoustic background, escape from the feeling of being
alone, for others it is a mean of relaxation or obtaining information, while some re-
cipients seek excitement. The theory considers recipient’s individual motives, thus
discarding an obsolete premise about passive media recipients all influenced by the
media in the same manner (Griffin, 2012: 358).
But at the same time, here lies the main disadvantage of the theory. Katz, Gurevitch
and Blumler hypothesized that media recipients are aware of their needs, that they
can express them and then link them to different media uses which gratify those
needs. But it cannot be claimed with certainty that recipients are always aware of
their needs and that they can articulate them. For instance, someone will consume a
particular media content to gratify the need to escape, but will at the same time give
a different response (consciously or otherwise) when being surveyed for research
purposes. Instead of stating the actual reason, he/she might state that the motive
for consuming the media content is the need to be informed, and not escapism. But
this is a potential threat in almost every research on attitudes and behavior (Galić,

88
 Uses and Gratification Theory – Why Adolescents Use Facebook?

Jerneić, Belavić, 2009: 977). Research based on uses and gratification approach is
no exception.

Facebook
Social network sites (SNSs) can be defined as a „web-based services that allow in-
dividuals to (1) construct a public or semi-public profile within a bounded system,
(2) articulate a list of other users with whom they share a connection, and (3) view
and traverse their list of connections and those made by others within the system”
(Boyd, Ellison, 2008: 211).
In 2014, Facebook – one of the most popular SNSs according to the number of its
users (URL: http://newsroom.fb.com/Key-Facts), celebrated its 10th anniversary
since it was established in February 2004 by a Harvard student Mark Zuckerberg,
current owner and CEO of the company. According to statistics for June 2014, Fa-
cebook has 829 million daily active users and 1.32 billion monthly active users as
of June 30, 2014 (URL: http://newsroom.fb.com/Key-Facts). The data for January
2014 show there are 1.6 million active Facebook users in Croatia (URL: http://
www.socialbakers.com/facebook-statistics/croatia). Facebook has thus become a
new way of communicating and a new form of sociability, introducing new behavi-
oral patterns (Kušić, 2010: 103).
Today, an average teenage user has around 200 Facebook friends (URL: http://bit.
ly/1nUoUgr), which makes this SNS an integral part of everyday life of “digital
natives” 1 and “iGeneration” 2. By using online SNSs, children and young people
“create an identity (hybrid identities) thereby participating in the process of socia-
lization that includes reading other users’ profiles and communicating with them”
(Kušić, 2010: 105). It is interesting that in the last couple of years there has been an
increase in the number of older Facebook users, age 35 to 54, who in January 2014
comprised 31.1. % of all Facebook users (URL: http://bit.ly/1aoUCN9).
Facebook’s features offer numerous possibilities. Almost all of them are designed
to increase interaction and online communication dynamics as well as to keep users
interconnected at all times, which is the basic idea of SNSs. On their personal pro-
file, which can include user’s photograph and personal information, users can post
text, photographs, videos or links to other Facebook or Internet content (in the sec-
tion of the profile called the wall). Users interconnect by sending each other a fri-
end request, which can be accepted or dismissed by the receiver of the request.
Once they are connected, users can search through their friends’ profiles as well as
comment on or “like”3 their posts.

89
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Users’ Facebook activities and their friends’ activities are shown in the central sec-
tion called News Feed. In this section users can see which content their friends like,
what were their comments on a particular content (e.g. a photograph, a song or a
joke), which social event they will attend, what is their present location and what
they are doing at the moment, who is celebrating a birthday etc.
Users can also communicate by exchanging personal messages using Facebook
Messenger, a mobile chat application for exchanging text, photographs and stic-
kers4. Apart from these basic activities they can create public Facebook pages, play
games, create events (an invitation for different social events), follow celebrities or
create a group of users with similar interests (e.g. a group of classmates).

Uses and gratifications of SNSs – previous research

Given the fact that uses and gratification theory has been elaborated and validated
in the context of traditional media (Kunczik, Zipfel, 2006: 189), until recently it
took into consideration only uses and gratifications sought and obtained while con-
suming a media content. Due to a two-way communication enabled by the Internet
as well as the fact that recipients can now deliver and post their own media content,
the theory today also focuses on uses and gratifications which the Internet or the
SNSs user can obtain while creating a new content (Gallion, 2010; Bumgarner,
2007). Therefore the approach may help to explain the enormous popularity of par-
ticular SNSa and mobile chat applications.
Although Kazt, Gurevitch and Haas developed the theory in the context of traditio-
nal media, their classification, as shown by contemporary research, is applicable to
the Internet and SNSs as well. Some recent research on SNSs use has shown their
users gratify all five needs from the original classification – cognitive needs, af-
fective needs, the need for personal identity, integration and social interaction and
escapism (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236).
The results of the research have shown that SNSs users gratify their need for so-
cial interaction, entertainment, self-presentation and information (Gallion, 2010),
seeking a romantic relationship, gossip about their friends and acquaintances,
voyeurism and expressing their identity (Bumgarner, 2007), obtaining informa-
tion about social events, sharing problems with others and filling their free time
(Quan-Hasse, Young, 2010), escapism, relaxation, habit, meeting new people,
professional development and following new trends (Smock et al., 2011), aca-
demic activities (Raacke, Bonds-Raacke, 2008), peer pressure (others are using
the SNS) (Froget, Baghestan, Asfaranjan, 2013) as well as identity sharing and
exploring other people’s profiles (Joinson, 2008). Apart from these numerous di-

90
 Uses and Gratification Theory – Why Adolescents Use Facebook?

fferent needs, all cited research confirmed that SNSs users primarily gratify their
need for integration and social interaction. It is evident that uses and gratificati-
ons of SNSs include all five categories of human needs suggested by Katz, Gu-
revitch and Haas. Therefore, the theory has proven to be an adequate theoretical
background for SNSs research.

Research aims, research questions and hypotheses

The aim of the research was to explore the benefits of Facebook use among ado-
lescents as well as to find out which of their needs are gratified thereat – cognitive,
affective, the need for personal identity, integration and social interaction or esca-
pism (Katz, Gurevitch, Haas, 1973). The secondary goal was to find out whether
adolescents use all of the Facebook features or do they mainly communicate (chat)
with their friends and acquaintances. Before the beginning of the research, five re-
search questions and hypotheses were formulated based on the theoretical backgro-
und and previous research.
Within the uses and gratification approach, one of the needs gratified by the media
use is the need for integration and social interaction (Katz, Gurevitch, Haas, 1973;
Rubin 1981), especially pronounced in adolescence (Gielen, Roopnarine, 2004:
262). Furthermore, previous research mentioned earlier in the paper (Gallion, 2010;
Bumgarner, 2007; Quan-Hasse, Young, 2010; Smock et al., 2011; Raacke, Bonds-
Raacke, 2008; Joinson, 2008) have shown that SNSs users primarily gratify their
need for integration and social interaction. Based on that, the first research question
and hypothesis were formulated:
Q1: Do adolescents use Facebook mainly for social interaction?
H1: Adolescents use Facebook mainly to socialize and communicate with their
friends.
One of the elements within the need for personal identity, for which SNSs have pro-
ven to be useful, is sharing and seeking confirmation of personal attitudes (Bum-
garner, 2007). The public character of SNSs gives the users an opportunity to si-
multaneously share their attitudes, thoughts and emotions among a larger group of
people. Furthermore, some adolescents are more inclined to express their attitudes
on SNSs than in person (Schouten, 2007: 107), which may be of help to marginali-
zed groups of adolescents (Cline, 2012: 9). Therefore, the second research question
and hypothesis were formulated:
Q2: Do adolescents use Facebook to publicly express their attitudes?
H2: Adolescents use Facebook to publicly express their attitudes.

91
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

SNSs give adolescents an opportunity for self-presentation, since they allow them
much more freedom and control over how they will present themselves (Schou-
ten, 2007: 107). Some of them will present themselves as older, more seductive,
more beautiful or more outspoken, which is associated with their need for per-
sonal identity (Schouten, 2007: 108). Therefore it was interesting to formulate a
research question and a hypothesis linked to this type of adolescents’ behavior on
SNSs:
Q3: Do adolescents use Facebook to present themselves the way they want to?
H3: Adolescents use Facebook to present themselves the way they want to.
Uses and gratification theory suggests that one of the motives for using the media
is curiosity, the need to understand our environment and to be informed (Katz, Gu-
revitch, Haas, 1973). This was confirmed by the research on uses and gratifications
of SNSs as well (Gallion 2010; Joinson, 2008). The fourth research question and
hypothesis were formulated:
Q4: Do adolescents use Facebook to follow5 their friends and acquaintances?
H4: Adolescents use Facebook to follow their friends and acquaintances.
As mentioned earlier in the paper, a sense of pleasure can also be one of the grati-
fications when consuming a media content, which is related to a general emotional
state triggered by using a particular media (Katz, Gurevitch, Haas, 1973). Therefo-
re another research question and hypothesis were formulated:
Q5: Do adolescents feel good when using Facebook?
H5: Adolescents feel mainly good when using Facebook.

Research method
The survey comprising 431 adolescent Facebook users was conducted from Octo-
ber to December 2013 in the City of Zagreb. Participants were divided into three
age groups – early (138 students in seventh and eighth grade of elementary school),
middle (143 students in first and second grade of high school) and late adolescence
(150 students in third and fourth grade of high school)6. Lower age limit was set to
13 years of age, given that children under 13 are not allowed to use Facebook, as
stated in Facebook Statement of Rights and Responsibilities (URL: https://www.
facebook.com/legal/terms). A paper-and-pencil survey was conducted in four ele-
mentary and three high schools. Since the questionnaires were filled in in the pre-
sence of a researcher, students were asked to participate in the survey only if they
had a Facebook profile. A total of 450 questionnaires were distributed out of which
431 were valid.

92
 Uses and Gratification Theory – Why Adolescents Use Facebook?

Before the final questionnaire was created, a paper-and-pencil survey was conduc-
ted on a smaller sample (30 students in all three age groups). Participants were
asked to answer single open-ended question: “Why do you use Facebook?” They
were encouraged to give as many answers as they could. Based on their responses,
as well as the uses and gratifications of SNSs confirmed by previous research (Qu-
an-Hasse, Young, 2010; Raacke, Bonds-Raacke, 2008; Bumgarner, 2007; Gallion,
2010; Smock et al., 2011; Joinson, 2008; Froget, Baghestan, Asfaranjan, 2013), a
5-point Likert scale was constructed comprising 25 possible uses and gratifications
of Facebook. Apart from the Likert scale, the final questionnaire included the que-
stion about the initial motive to create a Facebook profile, autonomy of the decision
to create it, a question about a type of participants’ Facebook activities, time spent
on Facebook as well as how they feel when using Facebook.

Results
The participants’ responses to first, open-ended question about the motivation for
creating a Facebook profile, in some categories show similar distribution of the
motives in all three age groups. Most participants – 55.2 % in early adolescence,
42.6 % in middle and 48.6 % in late adolescence responded they created a profile
for socializing and communication. The motivation for creating a profile also came
from the fact their friends had profiles (E 8.7 %, M 11.9 %, L 12.7 %)7, as well as
playing Facebook games (E 5.9 %, M 7.7 %, L 1.3 %), entertainment (E 6.5 %, M
4.2 %, L 2.7 %), curiosity (E 6.5 %, M 3.5 %, L 4.7 %), boredom (E 5.1 %, M 6.3
%, L 4 %) or because others suggested it (E 1.4 %, M 4.9 %, L 4.7 %).
The responses in some categories displayed a significant difference in motivati-
on through the age groups (entertainment, others suggested it, playing Facebook
games). The least number of participants responded that they created a profile to
follow the news (E 0 %, M 2.8 %, L 1.3 %) and so that others can follow them (E 0
%, M 0 %, L 2 %).

93
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Graph 1 Motivation for creating a Facebook profile8

Grafikon 1. Motiv za otvaranje profila na Facebooku

The time spent using Facebook varies through different age groups. Compared to
younger age groups, participants in late adolescence spend most time using Face-
book – 36.7 % of them spend 1 to 3 hours a day and 33.3 % spend less than 1 hour
a day using it. Participants in middle adolescence also spend 1 to 3 hours a day
(30.1 %) or less than 1 hour a day (27.2 %) using Facebook. The largest number of
participants in early adolescence spend less than 1 hour a day using Facebook (29
%), while others use it a couple of hours a month (21 %) and 1 to 3 hours a day (21
%). A significant percentage of participants in late adolescence (12 %) spend 3 to 5
hours a day using Facebook and 14 % of participants in middle adolescence use it
more than 5 hours a day.

94
 Uses and Gratification Theory – Why Adolescents Use Facebook?

Graph 2 Time spent using Facebook

Grafikon 2. Vrijeme provedeno na Facebooku

Most participants created a Facebook account based on an independent decision (E

83.3 %, M 76.2 %, L 64 %). The suggestion of a friend, if compared through the
age groups, had most influence with participants in late adolescence (36 %), and
least influence with participants in early adolescence (16.7 %).

Graph 3 Autonomy of the decision to create a Facebook profile

Grafikon 3. Samostalnost odluke o otvaranju profila na Facebooku

In the question regarding activities on Facebook (which type of activity are they
mostly engaged in), participants were asked to choose three responses. The largest
number of participants in every age group chose the same three responses – cha-
tting with one or a couple of friends (E 87.6 %, M 88.1 %, L 90.7 %), browsing
through and “liking” other people’s content (E 74.6 %, M 73.3 %, L 64%) and
group chatting (E 31.2 %, M 49.7 %, L 42.7 %). To a lesser extent they post their
own content (posts and comments, photographs, videos, their own artworks, they
create groups, events, Facebook pages etc.) – E 29 %, M 26.6 %, L 35.3 %, browse
through other people’s content without “liking” or sharing that content (E 26.1 %,
M 22.4 %, L 26 %) and share their own content (E 21.1 %, M 21 %, L 26.7 %). Par-
ticipants in early adolescence, compared to other two age groups, play Facebook
games to a greater extent (E 26.1 % compared to M 18.2 % and L 11.3 %), while all
age groups least frequently share other people’s content.

95
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Graph 4 Adolescents’ activities on Facebook

Grafikon 4. Aktivnosti kojima se adolescenti bave na Facebooku

The penultimate question is formulated as a 5-point Likert scale with 25 possible uses
and gratifications of using Facebook. Participants were asked to express to what extent
is a certain statement correct in their case (completely incorrect, incorrect, nor correct
or incorrect, correct, completely correct). The results indicate homogeneity among the
age groups for some statements, while other statements vary regarding age. Table 1
displays (in color) only the valuations stated by more than 25 % of participants.
The results indicate that all three age groups use Facebook mostly for discussing
school activities and setting up meetings and dates with friends (participants va-
lued these statements as completely correct). Participants in both early and middle
adolescence valued the statement that they use Facebook to hang out with friends
as completely correct, while participants in early adolescence valued the statement
that they use Facebook for entertainment as completely correct as well.
All participants agree to a lesser extent (statement valued as correct) that they use
Facebook to find out what their friends are doing, to reduce boredom, to hang out
with friends, for entertainment, to inform themselves about social events, to discuss
school activities and to set up meetings as well as to share the content they like.
Apart from that, participants in early adolescence use Facebook to fill their free
time and those in middle and late adolescence use it out of habit.
The statements that they use Facebook so that friends can see how they look on
photographs, so they wouldn’t feel alone, to escape from reality, to insult or slander
others, to draw attention, so others would confirm their attitudes and to express

96
 Uses and Gratification Theory – Why Adolescents Use Facebook?

their discontent are valued as completely incorrect by all participants. Apart from
that, the results show that participants in middle and late adolescence do not use
Facebook (statements valued as completely incorrect) because others are using it,
to increase the number of friends, to publicly express their attitudes, to show others
what they are doing, to present themselves the way they want to, to get noticed by a
person they like or to follow celebrities.
A lesser degree of disagreement (incorrect) was expressed for different statements
by different age groups – participants disagree that they use Facebook because ot-
hers are using it (E and M), to increase the number of friends (L), to show friends
how they look on photographs (E and K), to publicly express their attitudes (E
and L), so they wouldn’t feel alone (E), to escape from reality (E and L), to draw
attention (E), to show others what they are doing (E and L), to present themselves
the way they want to (L), to get noticed by a person they like (E and M), so others
would confirm their attitudes (E and L) and to express their discontent (E and L).
The largest percentage of participants in all three age groups valued the statements that
they use Facebook to fill their free time and for relaxation as nor correct or incorrect.

Table 1 Uses and gratification of Facebook among adolescents

Tablica 1. Koristi koje adolescenti ostvaruju korištenjem Facebooka

Why do you Completely Nor correct Completely

Incorrect Correct
use Facebook? incorrect or incorrect correct
(uses/gratifica-
E M L E M L E M L E M L E M L
tions) % % % % % % % % % % % % % % %
To fill my free 13.8 18.2 16 20.3 21 22.7 31.8 37.7 35.3 28.3 16.1 20.7 5.8 7 5.3
time
To find out
what my friends 5.1 9.9 7.3 13.1 11.9 14 26.8 27.9 30.7 40.5 41.9 36 14.5 8.4 12
are doing
To reduce 16.7 7.6 6 13.8 11.2 13.3 26.1 27.3 36.7 27.5 29.4 26.7 15.9 24.5 17.3
boredom
To hang out 2.2 4.2 2.7 5.1 7 12 23.2 27.3 28.7 36.2 34.2 37.3 33.3 27.3 19.3
with my friends
Entertainment 4.3 9.2 8.7 3.6 12.6 18.7 21.7 32.8 37.9 42 32.1 26.7 28.4 13.3 8

Others are 24.7 26.5 32 27.6 25.9 20.7 28.9 22.4 22.7 13 15.4 17.9 5.8 9.8 6.7
using Facebook
To increase
the number of 15.2 31.5 32.7 23.2 23.8 34 29.7 20.9 21.3 18.1 15.4 8.7 13.8 8.4 3.3
friends

97
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

So friends can
see how I look 44.2 58 58.1 29.7 14.7 25.3 13.8 11.9 10 9.4 8.4 3.3 2.9 7 3.3
on photographs
To publicly
express my 21.6 39.1 34 32.6 18.9 27.3 31.2 24.5 24.7 10.1 11.9 10 4.3 5.6 4
attitudes
The feeling of 40.6 62.9 64 32.6 19.6 24.7 16.7 9.8 8 7.9 2.8 1.3 2.2 4.9 2
not being alone
To escape from 47.1 65.7 64 28.9 13.3 25.3 16.7 11.9 6.7 5.1 5.6 2 2.2 3.5 2
reality
To inform
myself about 8.7 4.9 3.3 8.7 10.5 6 23.2 24.5 28.7 43.5 48.9 50 15.9 11.2 12
social events
To insult or 68.7 69.9 71.3 20.3 13.3 20 7.2 4.9 6 0.7 4.2 0.7 2.9 7.7 2
slander others
To relax 13 18.8 19.3 15.9 19.6 23.3 35.5 28.7 30.7 23.3 22.4 22 12.3 10.5 4.7

To draw 47.1 69.2 67.9 28.3 18.2 22.7 12.3 7.7 6 6.5 0 2.7 5.8 4.9 0.7
attention
To discuss sc- 5.1 6.3 4.8 6.5 3.5 3.3 12.3 18.2 7.3 44.9 44.7 47.3 31.2 27.3 37.3
hool activities
To set up mee-
tings and dates 3.6 4.3 2 4.3 3.5 4 18.1 14.7 10.7 35.6 33.5 44 38.4 44 39.3
with friends
To show others 20.3 43.3 36.7 34.7 19.6 35.3 34.1 27.3 21.3 8 5.6 4 2.9 4.2 2.7
what I am doing
To present
myself the way 23.9 46.9 40 24.7 22.4 31.3 31.9 13.9 18 12.3 11.9 8 7.2 4.9 2.7
I want to
Out of habit 23.2 14.6 9.3 14.5 16.8 12 31.2 23.1 29.3 18.1 29.4 38 13 16.1 11.4

To share the 7.2 20.3 10.7 9.4 15.4 17.3 31.2 21.7 30 34.1 30.7 28.7 18.1 11.9 13.3
content I like
To get noticed
by a person I 18.1 42.6 43.3 33.3 25.2 24 26.1 17.5 16.7 14.6 7 9.3 7.9 7.7 6.7
like
So others would
confirm my 29.7 54.5 54 30.5 22.4 29.3 29.7 15.4 12.7 6.5 2.1 2.7 3.6 5.6 1.3
attitudes
To express my 38.4 48.3 47.3 38.4 19.6 28 15.2 20.9 17.3 2.9 6.3 3.3 5.1 4.9 4.1
discontent
To follow 21 35 34 18.1 13.9 17.3 25.4 23.1 20.7 23.2 18.9 23.3 12.3 9.1 4.7
celebrities

98
 Uses and Gratification Theory – Why Adolescents Use Facebook?

All ten uses and gratification of Facebook confirmed by participants (statements

valued as correct and completely correct) are shown in Graph 5. The largest num-
ber of participants in all three age groups confirmed that they use Facebook to set
up meetings and dates with friends (E 74 %, M 77.5 %, L 83.3 %) and to discuss
school activities (E 76.1 %, M 72 %, L 84.6 %). After that, the largest number
of participants in early adolescence uses Facebook for entertainment (70.4 %), to
inform themselves about social events (59.4 %), to find out what their friends are
doing (55 %) and to share the content they like (52.2 %).
Apart from the top two uses and gratifications, participants in middle adolescence
use Facebook to the greatest extent to hang out with friends (61.5 %), to inform
themselves about social events (60.1 %) and to reduce boredom (53.9 %), while
participants in late adolescence use it to inform themselves about social events (62
%), hang out with friends (56.6 %) and to find out what their friends are doing (48
%). Table 2 displays five dominant uses and gratifications obtained of Facebook
which were confirmed by participants in all age groups, starting with the one which
was confirmed by the largest number of participants.

Graph 5 Uses and gratifications confirmed by participants on the 5-point scale

Grafikon 5. Koristi koje su ispitanici potvrdili na 5-stupanjskoj skali

99
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Table 2 Five dominant uses and gratifications of Facebook among adolescents

Tablica 2. Pet dominantnih koristi uporabe Facebooka kod adolescenata

Early % Middle % Late %

To set up meetin-
To discuss school To discuss school
1. 76.1 gs and dates with 77.5 84.6
activities activities
friends
To set up meetin- To set up meetin-
To discuss school
2. gs and dates with 74 72 gs and dates with 83.3
activities
friends friends
To hang out with To inform myself
3. To entertain myself 70.4 61.5 62
my friends about social events
To hang out with To inform myself To hang out with
4. 69.5 60.1 56.6
my friends about social events my friends
To inform myself
5. 59.4 To reduce boredom 53.9 Habit 49.4
about social events

In the last question the participants were asked to state how they feel when using
Facebook. Most participants in middle and late adolescence responded that they
feel nor good or bad (M 44.7 %, L 52 %). On the other hand, the largest number
of participants in early adolescence stated that they feel good (38.4 %) and mainly
good (37 %), which is a significantly larger percentage compared to participants in
middle and late adolescence which chose the same answers (mainly good – M 22.4
%, L 28.7 % and good – M 22.4 %, L 13.3 %). A small number of participants feel
bad (E 0.7 %, M 2.1 %, L 2 %) or mainly bad (E 3.6 %, M 8.4 %, L 4 %) when
using Facebook.

Graph 6 How adolescents feel when using Facebook

Grafikon 6. Kako se adolescenti osjećaju zbog korištenja Facebookom

100
 Uses and Gratification Theory – Why Adolescents Use Facebook?

Discussion
The results of the survey confirmed two out of five hypotheses. One hypothesis is
partly confirmed, while two of them are refuted.
The analysis of the motivation for creating a Facebook profile indicates that gra-
tifications sought by most participants were socializing and communication with
friends (Graph 1). Another significant motive was the fact that their friends had
profiles. In adolescence, the peer influence is growing stronger in a relation to the
family influence. Thereby peers are becoming an important socialization factor in
adolescents (Gielen, Roopnarine, 2004: 262). Therefore it was expected this parti-
cular motive would be one of the dominant motives for creating a Facebook profile.
The decision for creating it (Graph 3) was independent for majority of participants
across all three age groups, although in the smallest percentage for participants in
late adolescence (64%), and highest in early adolescence (83.3%). The reason for a
higher percentage in middle and late adolescence may be the greater peer influence,
which linearly increases from age 14 to 18 (Steinberg, Monahan, 2007: 1,531), gi-
ven that participants created their profiles at that age.
The analysis of the 5-point Likert scale, in which 25 possible uses and gratificati-
ons of Facebook were indicated (Table 1), shows that adolescents use Facebook to
the greatest extent to socialize and communicate with friends. The largest number
of participants confirmed they use Facebook to discuss school activities and so-
cialize with friends (Graph 5). The results therefore confirm the first hypothesis:
Adolescents use Facebook mainly to socialize and communicate with their friends,
and are consistent with the findings of previous research. These gratifications are
responsive to adolescents’ need for integration and social interaction, the need rela-
ted to contact with friends and outside world, which is associated with the need for
affiliation (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236).
As adolescents grow, their focus on their family (inherent for early adolescence)
weakens, while relations with friends grow stronger, securing a strong foothold for
the development of social skills, exploring identity and create a sense of belonging
(Lerner, Steinberg, 2009: 335). Communicating via SNSs is one of the modern met-
hods of maintaining a contact with friends at any time, regardless of the physical
proximity, which can enhance the sense of belonging. Therefore, this form of co-
mmunication responds to adolescents’ needs mentioned above – when using Face-
book, adolescents obtain the gratification which most of them stated as a dominant
motivation for creating a profile (socializing and communicating with friends).

101
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

The results of the analysis of participants’ Facebook activities also support the con-
firmation of the first hypothesis (Graph 4). Out of all Facebook’s features, adoles-
cents in all three age groups mainly use the chat features, whether to chat with one
or a few friends. After that, most of them browse through and “like” other people’s
content as well as chat within a Facebook group. Again, communication with fri-
ends proves to be a dominant activity for most adolescents, which responds to their
need for integration and social interaction.
On the other hand, browsing through and “liking” other people’s content can be
associated with another gratification of Facebook – obtaining information about so-
cial events. When browsing through their friends’ content, adolescents can collect
information about their social environment which can help them understand it and
navigate within it – what their friends and acquaintances are doing, what are they
thinking about, what they think is popular, what is important to them, with whom
they identify themselves, what are their interests and hobbies. They can also obtain
information about extracurricular activities, parties, concerts, celebrities, etc. In-
forming themselves about social events is one of the top five motives for Facebook
use among adolescents, as confirmed by most participants (Table 2). Therefore it
can be concluded that Facebook also responds to adolescents’ cognitive needs – the
need related to information, knowledge, understanding of social environment, curi-
osity and exploration (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236). Anot-
her use of Facebook gratifies this type of need – following friends and acquaintan-
ces and their Facebook activities (E 55%, M 50.3%, L 48%). The results therefore
confirm the fourth hypothesis: Adolescents use Facebook to follow their friends
and acquaintances.
Regarding that, it is interesting that only a small percentage of participants (E 0 %,
M 2.8 %, L 1.3 %) stated that news following was an initial motive for creating a
Facebook profile, while a significant percentage in all three age groups recognized
following friends and acquaintances as well as obtaining information about soci-
al events as gratifications of Facebook. Such results may indicate that adolescents
obtained new gratifications which they didn’t expect before creating a profile.
Apart from the possibility of obtaining a new, unexpected gratification, according to
uses and gratification theory, the user will continue to use a media if expected gra-
tification is obtained (Kunczik, Zipfel, 2006: 192). This assumption could explain
why adolescents use Facebook for a significant amount of time. Results have shown
(Graph 2) that most participants in middle and late adolescence use Facebook for 1-3
hours a day, while those in early adolescence use it less frequently – up to 1 hour a
day. This could indicate that adolescents obtained the gratification they sought – most

102
 Uses and Gratification Theory – Why Adolescents Use Facebook?

of them stated that socializing and communication with friends were at the same time
the motive for creating a profile as well as the benefit of Facebook.
Another explanation for a significant amount of time adolescents spend using Face-
book, besides when gratification sought is achieved, is that they use it out of habit.
Habit is one of the top five motives for using Facebook, confirmed by participants
in early (31.1 %), middle (45.5 %) and late adolescence (49.4 %). Participants in
early adolescence probably use Facebook for a shorter period of time compared
to participants in middle and late adolescence. This could explain why this age
group gives priority to other gratifications, such as entertainment, a gratification
confirmed by 70.4 % of participants in early adolescence, which responds to their
affective needs.
The second and third hypothesis – Adolescents use Facebook to publicly express
their attitudes and Adolescents use Facebook to present themselves the way they
want to were related to adolescents’ need for personal identity – the need related to
self-confidence, personal stability, integrity, social status, and the need for self-res-
pect (Katz, Gurevitch, Haas, 1973, in: Tan, 1985: 235-236). Based on a theoretical
background and some previous research regarding this particular gratification, it
was assumed that Facebook can be used as a platform for public expression and
confirmation of adolescents’ attitudes as well as a tool for self-presentation (e.g.
presenting a certain lifestyle, posting selfies9, communicating personal interests
etc.). But, most participants in all three age groups denied they use Facebook to pu-
blicly express or get a confirmation of their attitudes or to express discontent (Table
1). When it comes to self-presentation, most participants in middle and late adoles-
cence valued the statement they use Facebook to present themselves the way they
want to as completely incorrect or incorrect, while participants in early adolescence
valued the same statement as nor correct or incorrect. Furthermore, all three age
groups denied they use Facebook to draw attention, to show others what they are
doing at the moment, to show others how they look in photographs and to get noti-
ced by a person they like. The results thus refute the second and third hypothesis.
But, since it is not very probable that not one motive for Facebook use is related
to the need for personal identity, there is a possibility that participants were giving
socially desirable responses regarding some statements in the Likert scale. The qu-
estionnaire included self-evaluation so there was a possibility of participants’ self-
deception while responding. According to socially desirable responding model su-
ggested by Paulhus (1984), self-deception is “an unintentional socially desirable
responding which reflects individuals’ true beliefs about themselves” (Galić, Jer-
neić, Prevendar, 2008: 95). Thereby some evaluations may not reflect participants’

103
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

real behavior. It is interesting that most of them (E 89 %, M 83.2 %, L 91.3 %)

denied they use Facebook to insult or slender others (Table 1), while other research
indicates that 44.4 % of children of age 11 to 18 experienced violence on Facebo-
ok, 29.7 % act violently and 25.9 % of them both experienced violence and acted
violently10. The same research shows that 1 in 5 children was frequently receiving
offensive messages or comments on Facebook, while every second child experien-
ced the same thing at least once (URL: http://www.poliklinika-djeca.hr/aktualno/ri-
jec-ravnateljice/nase-istrazivanje-koliko-vremena-i-uz-koje-rizike-djeca-provode-
na-internetu-i-facebooku/). Based on the given data, it can be assumed that some
participants in our research gave socially desirable responses.
The last hypothesis, Adolescents feel mainly good when using Facebook, was rela-
ted to general emotional state the user can experience when using a particular me-
dia. Most participants in middle and late adolescence responded they feel nor good
or bad when using Facebook (Graph 6). Most participants in early adolescence feel
good, and nearly the same percentage of them mainly good when using Facebook.
A small number of participants responded they feel bad or mainly bad. Thereby the
fifth hypothesis is partly confirmed. Since the categories “good” and “bad” are not
specifically defined in terms of psychology, deeper conclusions about participants’
responses to the last question cannot be derived. But still, the results are interesting
given that most participants obtained the gratifications they sought before creating
a profile, as well as the fact they use Facebook up to three hours a day.
The results have shown that all three age groups use Facebook to the greatest extent
to socialize and communicate with friends, which includes discussing school acti-
vities and setting up dates and meetings with friends. Most adolescents chat whit
one or a few friends, or with a larger number of friends within Facebook groups.
This indicates that they don’t use some other Facebook features, or at least not
in a significant extent (e.g. creating public Facebook pages or playing Facebook
games). In the context of those findings, it is not surprising that in 2011 Facebook
launched its own mobile chat application, the Facebook Messenger App for mobile
devices. Furthermore, in February 2014 Facebook purchased WhatsApp, a popu-
lar messaging application used by 450 million users (URL: http://www.whatsapp.
com/?l=hr) for 19 billion dollars, as an attempt to win the market for messaging
among younger users (URL: http://www.reuters.com/article/2014/02/19/us-whatsa-
pp-facebook-idUSBREA1I26B20140219). When Facebook was purchasing What-
sApp, its CEO Mark Zuckerberg wrote on his Facebook profile that Facebook’s
mission is to make the World more open and connected, and that they support this
mission by giving people the tools for exchanging any type of content with any
group of people. Thereby Facebook Messenger and WhatsApp complement one

104
 Uses and Gratification Theory – Why Adolescents Use Facebook?

another (URL: https://www.facebook.com/zuck). One of the reasons for purchasing

WhatsApp could also be a decrease in the number of Facebook’s teen users, who
are starting to use some other, simpler SNSs and mobile chat applications with less
features, such as Twitter or Snapchat (URL: http://mashable.com/2013/10/30/face-
book-teen-use-declining/).
Furthermore, the research conducted by the European Union in 2013 called „Glo-
bal Social Media Impact Study”, shows that young people are starting to use Twi-
tter, Snapchat and WhatsApp to a greater extent, not only because these SNSs and
mobile chat applications are simpler and have less features, but also because their
parents and other family members use Facebook. Teenagers no longer perceive Fa-
cebook as “cool enough” or exclusively as their own social space (URL: http://bit.
ly/1hJjNf4). In the last three years (January 2011 to January 2014) the number of
users age 13-17 decreased by 25.3 % in United States alone. In the same period, the
number of older users (55+) increased by 80.4 % (URL: http://bit.ly/1aoUCN9).
Therefore it can be concluded that young people’s need for integration and social
interaction is gratified more completely by new and simpler SNSs and mobile chat
applications.

Conclusion
The aim of the research was to explore the benefits of Facebook use among ado-
lescents as well as to find out which of their needs are gratified thereat. The uses
and gratification approach proved thereby to be an adequate theoretical background
for the research, both for constructing the questionnaire and interpreting the re-
sults. The survey comprising 431 adolescent Facebook users was conducted from
October to December 2013 in the City of Zagreb. The survey results have shown
that most adolescents use Facebook for socializing and communicating with their
friends, for discussing school activities, setting up meetings and dates with friends
as well as obtaining information about social events. The use of Facebook prima-
rily gratifies adolescents’ need for integration, social interaction, information and
understanding of their social environment, which is consistent with the findings
of previous research. Apart from that, adolescents use Facebook out of habit, for
entertainment and to reduce boredom as well.
Some other research has shown adolescents are starting to use simpler SNSs and
mobile chat applications for quick communication and exchanging messages, li-
ke Twitter, Snapchat and WhatsApp, simultaneously leaving Facebook. Out of its
numerous features, adolescents’ need for social interaction is to the greatest extent
gratified by Facebook’s chat feature, which is offered by other chat applications

105
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

with less features. Therefore it is not surprising that Facebook is purchasing other
popular chat applications as an attempt to win the market for messaging among yo-
unger users. Furthermore, Facebook’s popularity is decreasing among adolescents
due to an increase in the number of older users. That could be the reason why yo-
unger users turn to other SNSs and mobile chat applications, which they perceive
exclusively as their own social space.
Although the uses and gratification approach is relatively old, contemporary resear-
ch has shown it is adequate for studying uses and gratifications of SNSs as well as
explaining users’ behavior. Since new types of SNSs and mobile chat applications
emerge every day, continuous research should be conducted to give a deeper insi-
ght into complex relations between SNSs, mobile chat applications and their users.

ENDNOTES
1
The term “digital natives” according to: Prensky, M. (2001): „Digital Natives, Digital Immigrants“, On
the Horizon, 9 (5), 1-6.
2
The term “iGeneration” according to: Rosen, L. D. (2010) Rewired: Understanding the iGeneration and
the way they learn. New York: St. Martin’s.
3
The Like button is Facebook’s feature for expressing which content users like or support (e.g. photo-
graphs, comments, status updates, places, pages etc.). When the user clicks the Like button, the “liked”
content appears in user’s News Feed.
4
Illustrations or animations of different characters (e.g. people, animals, cartoon characters) which com-
plement the text part of the message and help users to vividly express their feelings, what they’re doing at
the moment etc.
5
In this particular context the verb follow is not used in the sense of stalking, but browsing through other
users’ Facebook activities (status updates, posted photographs etc.) in order to “keep in touch” with a
particular person and to find out what is new in that person’s life.
6
Age group classification (early adolescence 10/11-14 years of age, middle 15-17 and late 18-20 years of
age) according to: Lacković-Grgin, K. (2006) Psihologija adolescencije. Jastrebarsko: Naklada Slap.
7
E, M, L – early, middle and late adolescence.
8
Responses are grouped based on similarity (e.g. responses Communication with friends and Quick, easy
and cheap communication with others are in the same category – Socializing and communication.
9
The word selfie refers to self-portrait photography, usually made by holding the camera in one hand. Pub-
lishing selfies on the Internet is associated to SNSs. The idea of the selfie is to present oneself in spontane-
ous manner, although this type of self-portrait often includes staging the photograph so the person would
look their best. The accent is not on what the person in the selfie is doing, but how he/she looks.
10
“How much time and with what risks children spend using the Internet and Facebook”, a research con-
ducted by Child Protection Center of Zagreb; the sample comprised of 1489 children in Croatia (URL =
http://bit.ly/1dgQexH, accessed February 5, 2014).

106
 Uses and Gratification Theory – Why Adolescents Use Facebook?

REFERENCES
Ballard, C. L. (2011) What’s Happening @ Twitter: A Uses and Gratification Ap-
proach. Lexington: University of Kentucky.
Boyd, D. M., Ellison, N. B. (2008) „Social Network Sites: Definition, History, and
Scholarship“, Journal of Computer-Mediated Communication, 13, 210-230.
Bumgarner, B. A. (2007) “You have been poked: Exploring the uses and gratifica-
tions of Facebook”, First Monday, 12 (11) (URL = http://firstmonday.org/ar-
ticle/view/2026/1897, accessed September 27, 2013)
Cline, L. C. (2012) The Impact of Social Media on Adolescent Development. Carson-
Newman University (URL = http://bit.ly/1rfJgzZ, accessed October 5, 2013)
Froget, J. R., Baghestan, A., G., Asfaranjan, Y. S. (2013) „A Uses and Gratification
Perspective on Social Media Usage and Online Marketing“, Middle-East Jour-
nal of Scientific Research, 15 (1), 134-145.
Galić, Z., Jerneić, Ž., Belavić, M. (2009) „O svecima i superherojim: provjera Paul-
hosova modela socijalne poželjnosti“, Društvena istraživanja, 18 (6), 977-997.
Galić, Z., Jerneić, Ž., Prevendar, T. (2008) „Socijalno poželjno odgovaranje, ličnost
i inteligencija u selekcijskoj situaciji“, Psihologijske teme, 17 (1), 93-110.
Gallion, A. J., Applying the Uses and Gratifications Theory to Social Networking Sites.
Indiana University (URL = http://bit.ly/1c73Knc, accessed September 27, 2013)
Gielen, U. P., Roopnarine, J. (ed.) (2004) Childhood and Adolescence. Westport:
Praeger.
Griffin, E. (2012) A First Look at Communication Theory. New York: McGraw-Hill.
Joinson, A (2008) ‘Looking at’, ‘Looking up’, or ‘Keeping up with’ People-Motives
and Uses of Facebook. University of Bath (URL = http://bit.ly/1fNmYz0, ac-
cessed September 27, 2013)
Katz, E., Blumler, J. G., Gurevitch, M. (1974) „Ulilization of mass communica-
tion by the individual“, U: Blumler, J. G., Katz, E. (ed.) (1974) The uses of
mass communications: Current perspectives on gratifications research. Beverly
Hills: Sage.
Katz, E., Gurevitch, M., Haas, H. (1973) „On the use of the mass media for impor-
tant things“, American Sociological Review, 38, 164-181. (URL = http://bit.ly/
MTWCEC, accessed September 17, 2013)
Kunczik, M., Zipfel, A. (2006) Uvod u znanost o medijma i komunikologiju. Za-
greb: Zaklada Friedrich Ebert.
Kušić, S. (2010) „Online društvene mreže i društveno umrežavanje kod učenika
osnovne škole: navike Facebook generacije“, Život i škola, 24 (56), 103-125.

107
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Lacković-Grgin, K. (2006) Psihologija adolescencije. Jastrebarsko: Naklada Slap.

Lerner, R. M., Steinberg, L. (2009) Handbook of Adolescent Psychology, Individual
Bases Adolescent Development. New Jersey: John Wiley & Sons.
Prensky, Marc (2001) „Digital Natives, Digital Immigrants“, On the Horizon, 9 (5),
1-6.
Quan-Haase, A., Young, A. L. (2010) „Uses and Gratifications of Social Media: A
Comparison of Facebook and Instant Messaging“, Bulletin of Science Technol-
ogy Society, 30 (5), 350-361.
Raacke, J., Bonds-Raacke, J. (2008) „MySpace and Facebook: Applying the Uses
and Gratifications Theory to Exploring Friend-Networking Sites“, Cyberpsy-
chology & Behavior, 11 (2), 169-175.
Rosen, L. D. (2010) Rewired: Understanding the iGeneration and the way they
learn. New York: St. Martin’s.
Rubin, A. M. (1981) „An Examination of Television Viewing Motives“, Communi-
cation Research, 8, 141-165.
Schouten, A. P. (2007) Adolescents’ online self-disclosure and self-presentation.
Amsterdam: University of Amsterdam.
Smock, A. D. et al. (2011) „Facebook as a toolkit: A uses and gratification approach
to unbundling feature use”, Computers in Human Behavior, 27, 2322–2329.
Steinberg, L., Monahan, K. C. (2007) „Age Differences in Resistance to Peer Influ-
ence“, Developmental Psychology, 43 (6), 1531-1543.
Tan, A. S. (1985) Mass communication theories and research. NewYork: Wiley.
“How much time and with what risks children spend using the Internet and Fa-
cebook”, a research conducted by Child Protection Center of Zagreb (URL =
http://bit.ly/1dgQexH, accessed February 5, 2014)
URL = http://newsroom.fb.com/Key-Facts (accessed October 20, 2014)
URL = http://facebook-parental-controls-review.toptenreviews.com/30-statistics-
about-teens-and-social-networking.html (accessed February 12, 2014)
URL = http://www.socialbakers.com/facebook-statistics/croatia (accessed October
20, 2014)
URL = https://www.facebook.com/terms.php (accessed February 15, 2014).
URL = https://www.facebook.com/terms.php (accessed February 15, 2014).
URL = https://www.facebook.com/zuck (accessed February 19, 2014)
URL = http://mashable.com/2013/10/30/facebook-teen-use-declining/ (accessed
January 16, 2014)

108
 Uses and Gratification Theory – Why Adolescents Use Facebook?

URL = http://www.telegraph.co.uk/technology/facebook/10539274/Young-users-
see-Facebook-as-dead-and-buried.html (accessed January 12, 2014).
URL = http://istrategylabs.com/2014/01/3-million-teens-leave-facebook-in-3-
years-the-2014-facebook-demographic-report/ (accessed January 16, 2014).
URL = http://www.whatsapp.com/?l=hr (accessed February 15, 2014)
URL = http://www.reuters.com/article/2014/02/19/us-whatsapp-facebook-idUS-
BREA1I26B20140219 (accessed February 20, 2014)

109
Medij. istraž. (god. 20, br. 2) 2014. (85-110)

Teorija koristi i zadovoljstva – Zašto se

adolescenti koriste Facebookom?
Ivan Tanta
Maja Mihovilović
Zrinka Sablić

SAŽETAK

Zbog dinamičnog razvoja Weba 2.0 i novih trendova u području društvenih medija
koji se mijenjaju iz dana u dan, suvremena medijska istraživanja sve se više usmje-
ravaju na medijske korisnike, njihovu motivaciju i ponašanje na društvenim mre-
žama, nastojeći objasniti iznimnu popularnost Facebooka, Twittera, WhatsAppa i
drugih sličnih društvenih mreža i mobilnih aplikacija među mladima.
Cilj ovoga rada bio je ispitati koje koristi adolescenti ostvaruju uporabom Facebo-
oka te koje potrebe pritom zadovoljavaju. Kao teorijsko uporište odabran je kon-
cept koristi i zadovoljstva, upravo zbog svoje usmjerenosti na korisnika medija.
Također, željelo se ispitati je li koncept adekvatan za analizu motivacije i ponašanja
korisnika društvenih mreža, kao što sugeriraju neka prethodna istraživanja.
U razdoblju od listopada do prosinca 2013. na području Grada Zagreba provedeno
je anketno ispitivanje koje je obuhvatilo 431 korisnika Facebooka u adolescentskoj
dobi. Rezultati su pokazali da se najveći broj adolescenata Facebookom koristi ka-
ko bi se družili i komunicirali s prijateljima, dogovarali oko školskih aktivnosti i
izlazaka te kako bi se informirali o društvenim događanjima. Uporaba Facebooka
primarno zadovoljava njihovu potrebu za integracijom, društvenom interakcijom,
informiranošću te razumijevanjem vlastite okoline. Teorija koristi i zadovoljstva
pritom se potvrdila kao adekvatna podloga za analizu rezultata.

Ključne riječi: teorija koristi i zadovoljstva, Facebook, adolescenti, internetske

društvene mreže, društveni mediji

110